Özet:

This study aims to compare the value types included in the achievements of the Turkish Human Rights, Citizenship and Democracy Curriculum with the French Citizenship and Ethical Education Curriculum and the contents related to it. The method of document examination, which is one of the quality research methods, has been used in the research. Analysis of the data is used to analyze the data obtained. The research has found that both countries have been included in the citizenship education program with a lot of democratic values, that it is not included in the social values of the Turkish program, that the values of citizenship are followed in the French program, that the achievements of friendship, friendship, love, family unity and patience are not included in the French program. In addition, the value of "consciousness" in the French programme has been widely addressed, the achievements in the "responsibility" and "individual rights" in the Turkish programme have been increased, the value of "justness" in the French programme has been placed in the value of "freedom" in the Turkish programme. The lowest values are "laiklik" in the Turkish program and "brotherhood" in the French program. Turkey and France citizenship education programs have identified similar and different topics in the content of the achievements related to the values of the types.

Özet:

It is aimed to compare the value types and the related content between Turkey’s Citizenship and Democracy Course and France’s Moral and Civic Education course. Document review method, which is one of the qualitative research methods, is used. Content analysis method is used in analysis of the data obtained. It is what is found at the end of the research is that democratic value are the most common value in both countries’ citizenship education programme, social values in Turkey programme and citizenship values in France follow this and no results found related to the acquisition related to values as friendship, fellowship, giving importance to the unity of family and patience in France’s programme. Moreover it is seen that “sensitivity”’ value is approached inclusively in France’s programme, in Turkey’s course the values related to a “responsibility” acquisition and “individual rights” are much more common, moreover, the value of “justice”’ in France’s programme and “freedom” in Turkey’s programme are the most widely taken into consideration. The the understated values are ;“secularism” in Turkey’s programme and “brotherhood" in France’s programme. Some similarities and differences in terms of the acquisition of the value type and their related contents in Turkey and France’s citizenship education programmes are determined.

Anahtar Kelimeler: